The revolution triggered by Information and Communication Technologies (ICTs) in all walks of life, has also touched the education sector.
The Indian experience at serious adoption of the ICTs has been just a decade old, though attempts to integrate the use of computers for educational purposes on a large scale dates back to late eighties. The initial costs involved, lack of appropriate training and exposure to new technologies, attitude of the users and natural resistance to change or ‘accommodate’ the new technology has made the integration process slower than anticipated.
However of late, such a state of affairs are changing, giving place to an enh-anced awareness about the potential of ICT not only for effective and systemic functioning of the institution, but also for more meaningful adoption of it for teaching learning. Though the use of ICT encompasses almost all aspects of education, the use of ICT as a learning tool has been received most attention.
The recent National Curriculum Framework for school education emphasises on a paradigm shift in respect of the entire process of education, calls for a shift to learner centric ways and creation of citizens capable of reflective thinking and empowered participation in national development. For this it has late ample stress on integration of ICTs in the whole process.
At present, though there has been a significant expansion of use of computers and related technologies, much is yet to be achieved. Besides, use of computers for administration, educational institutions have incorporated the use of computers to a range of institutional activities and have found it helpful in enhancing efficiency. On the whole, at least three distinct uses of ICT are discernible in the field of education, namely:
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